Using Training Portfolios in an English Language Teaching Methodology Course

抄録

　　This practical research examined how the use of training portfolios in an English language teaching methodology course improves fundamental teaching skills. A questionnaire based on the Japanese version of the European Portfolio for Student Teachers of Languages (EPOSTL) was applied before and after the course to quantitatively analyse teaching skills developments and all students were required to compile training portfolios during the course. Significant differences were found between the teaching components: teaching communicative activities, flexibility in using lesson plans, reflective adjustment to teaching, and devising lesson plans with effective techniques. The results indicated that regardless of proficiency levels, the students felt that they had developed better skills by the end of the course. A relationship between the use of the training portfolios and improvements in teaching skills was found, and the portfolios were found to encourage the development of communicative teaching skills and reflective adjustments to teaching. However, learning effective teaching skills and flexibly responding in the classroom may need additional strategies and/or time.